WAYS OF MANIFESTING INTERFERENCE OF EXTERNAL EVALUATION IN PORTUGUESE LANGUAGE TEACHING PRACTICE

Abstract

Research concentrated in the areas of Education and Applied Linguistics has shown us that school activities developed in Brazilian elementary and high school education institutions operate under the strong influence of external evaluations, especially regarding the presence of these instruments in teachers’ school practice, mainly concerning their retroactive effects, which are not always wanted by the school community, and the direct repercussions on day-to-day work carried out by professionals responsible for pedagogical and didactic actions. Considering this context, this article aims to present the results of a reseach that investigated the ways in which external evaluation interferes with the teaching of Portuguese Language by teachers in the final years of Elementary School. To do this, we adopted as our theoretical assumptions studies on learning assessment, tools and ways of assessment and teaching work. To analyze the problem, we took the teaching practice represented both by the voice of Portuguese language teachers from eight state public schools in a region of Paraiba, and by the teaching material that represents their actions in relation to Portuguese language teaching. The results and considerations of the research pointed to a manifestation of interference of external evaluation that is given by the focus on the content prescribed by SAEB and by the teacher accountability attributed to individuals involved in this process.